The purpose of the present research was to investigate the contribution of independent kindergarten abilities to reading and spelling achievement at the end of the second grade. The subjects were 401 urban school children, to whom 42 tests were administered, 20 kindergarten and 22 second grade. Data for both grade levels were subjected to factor analysis separately and in combination in order to determine what underlying competencies were represented by the tests and to learn which kindergarten and second grade measures would appear in the same factors. Of the kindergarten abilities, Oral Language A tended to be most closely related to the greatest number of reading, spelling, and other language arts activities. Pattern Matching and Visuo Motor Organization also contributed to reading and spelling achievement. The finding that reading is related to several independent kindergarten abilities has implications for intervention. (Author/DB)